| Summary: | Made available in DSpace on 2016-04-04T18:29:44Z (GMT). No. of bitstreams: 1
miriam.pdf: 1518623 bytes, checksum: 260be23e5c071b069ca2bc9465ef8da1 (MD5)
Previous issue date: 2001-08-31 === Within a Piagetian and a micro genetic approach, it was investigated the dialectic thought and the construction of possibilities in the solution and comprehension of a computer game. A previous study with a group of adolescents, made up of 40 boys and 26 girls from 6th. to 8th. grades, showed personalized preferences, without a group tendency and linked to complex games. The need for non-experienced subjects in such games and for starting studies making use of a simpler game, led to the research of Tetris solution by two female university students. The procedure, which was individual and videotaped, consisted of a 4-proof pre-evaluation of possibilities, 9 sessions using Tetris (more than 30 games and about 10-hour filming per person) and 3 self-evaluations (after session-1; before sessions 4 and 9). The pre-evaluation revealed a formal level of thought for both subjects. A quantitative analysis showed great progress of the subjects: throughout the sessions, there was a fall in the average number of games, associated to long lasting games, to a larger production of lines and to a larger punctuation, with the advance from the building of unitary to double, triple and quadruple lines. The micro genetic analysis demonstrated the presence of equilibration as well as the dynamic of dialectic constructions and dialectic thoughts underlying the procedural and conceptual schemes. Although the final solutions have achieved a III-Level (Subject 1) and a II-III Level (Subject 2), there were initial possibilities and more elementary mistakes than it was hypothesized to people who had formal thought. On the other hand, the constructed interdependences, both initial and global, comprised larger complexity and scope than it was foreseen. The obtained results suggested that, when solving the Tetris, it was as if the subjects were remaking the cognitive evolution course, projecting their progress to the top level of their cognitive structures or tending to this level. === Com uma abordagem piagetiana e microgen?tica, investigou-se o pensamento dial?tico e a constitui??o de poss?veis na resolu??o e compreens?o de um jogo computadorizado. Um estudo pr?vio com adolescentes, 40 meninos e 26 meninas de 6? a 8? s?ries, mostrou prefer?ncias personalizadas, sem tend?ncia grupal e ligadas a jogos complexos. A necessidade de sujeitos inexperientes nestes jogos e de estudos iniciais com um jogo mais elementar levou ? pesquisa do processo resolutivo do Tetris por duas universit?rias. O procedimento, individual e filmado, incluiu pr?-avalia??o com 4 provas de poss?veis, 9 sess?es com o Tetris (mais de 30 jogos e cerca de 10 h de v?deo por sujeito) e 3 autoavalia??es (ap?s a sess?o-1; antes das sess?es 4 e 9). A pr?-avalia??o revelou n?vel formal de pensamento para os dois sujeitos. Uma an?lise quantitativa mostrou acentuado progresso dos sujeitos: ao longo das sess?es, queda no n?mero m?dio de jogos, associada ? sua maior dura??o, maior produ??o de linhas e maior pontua??o, com avan?o da forma??o de linhas unit?rias para compostas (duplas, triplas e qu?druplas). A an?lise microgen?tica da resolu??o indicou a presen?a de equilibra??o e da din?mica de constru??es dial?ticas e pensamento dial?tico, subjacentes aos esquemas procedurais e conceituais. Embora as solu??es finais tenham sido de N?vel-III (Sujeito 1) e N?vel II-III (Sujeito 2), ocorreram poss?veis iniciais e erros mais elementares do que o hipotetizado para sujeitos com pensamento formal. De outro lado, as interdepend?ncias criadas, iniciais como globais, comportaram abrang?ncia e complexidade maiores do que o previsto. Pelos dados obtidos, ao resolverem o Tetris, os sujeitos como que refizeram o percurso da evolu??o cognitiva, com seu progresso projetado at? o patamar de suas estruturas cognitivas ou tendendo a este patamar.
|
|---|
